DIGITAL TRANSFORMATION SENTIMENT AND CAREER PROSPECT CONFIDENCE: THE MEDIATING ROLE OF PROACTIVE LEARNING

Abstract

 In the era of generative AI reshaping human capital structures, this study integrates conservation of resources theory and career construction theory to unravel the impact mechanism of digital transformation sentiment on students’ career prospect confidence. Utilizing structural equation modeling on a survey sample of 368 business and management students from regional universities in the Mekong Delta, Vietnam, the research focuses on testing the mediating role of the proactive learning strategy. This specific geographic and disciplinary focus provides unique insights into the adaptive behaviors of students within an emerging regional digital hub. Empirical results confirm that digital transformation sentiment not only exerts a strong direct influence on career prospect confidence
but also serves as a ‘psychological antecedent’ that drives self-directed learning behaviors. Notably, the study demonstrates the existence of an indirect transmission mechanism: a strategic awareness of technological shifts activates a ‘resource spiral’ through a proactive learning strategy, thereby strengthening confidence in future career paths. These findings offer a novel perspective on transforming perception into competitive advantage, while suggesting strategic implications for higher education institutions in
designing training ecosystems that place learner proactivity at the core.